Childminder in Stoke-on-Trent

Inspection date

Previous inspection date 16/01/2013 10/10/2011

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in their learning because of the interesting and imaginative play and learning activities provided by this experienced childminder. The childminder has embraced the changes to the new Early Years Foundation Stage framework and has developed effective systems to monitor and track children's progress and their next steps in learning.  Partnerships with parents are very strong and trusting. Parents make valuable contributions to their child's learning, and record their comments and observations in the child's learning journals. The views and comments from parents support the childminder's evaluation of the effectiveness of her service.  Children's behaviour is consistently good. Relationships between the children and the childminder are caring and emotionally strong. Their personal, social and emotional well-being is supported well and they are developing their confidence and sense of

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This provision is good

belonging.  The childminder has a strong focus on the promotion of good health, healthy lifestyles and the protection of children. Good practice to support children's physical and emotional well-being has been further consolidated during the last year.

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It is not yet outstanding because

 Opportunities for children to develop their critical thinking by encouraging them to describe problems they encounter, enabling them to explore ideas and solve problems, and by talking to them more about what they are doing, how they are going to do it, and what works are not always used effectively.  The childminder has not yet firmly established the best way in which to implement the arrangements to assess the developmental progress of two year old children.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The childminder was registered in 1978. She lives with her adult child in Fenton, Staffordshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has no pets.

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Inspection activities

 The childminder currently has five children on roll. Two of these children are in the early years age group who attend most week days. In addition, three children are of school-age who attend after school and during school holidays.

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Inspection activities

 She is open all year round Monday to Friday except for family holidays agreed in advance. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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Information about the setting

The childminder was registered in 1978. She lives with her adult child in Fenton, Staffordshire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has no pets.

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Information about the setting

The childminder currently has five children on roll. Two of these children are in the early years age group who attend most week days. In addition, three children are of school-age who attend after school and during school holidays. She is open all year round Monday to Friday except for family holidays agreed in advance and also offers occasional weekend care. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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To further improve the quality of the early years provision the provider should:

 extend opportunities for children to develop their critical thinking by encouraging them to describe problems they encounter, enabling them to explore ideas and solve problems, and by talking to them more about what they are doing, how they are going to do it, and what works

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To further improve the quality of the early years provision the provider should:

 establish and implement the arrangements to assess the developmental progress of two year old children.

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who attend

The childminder has a good knowledge and understanding of how young children learn. Children's learning journeys show that children are making good progress in all areas of their learning from their starting points through the detailed observations made and the recorded next steps in learning. Parents play a key role in their child’s learning as they record their observations and comments in their child's learning journey to enable the childminder to use this information to support learning further. The childminder accurately assesses children's progress, and learning journeys provide convincing evidence that all children are at, or exceeding the development expected for their age. The childminder is quickly alerted to any possible signs of developmental delay. The childminder has yet to implement the progress check at age two but is able to identify what the children in her care are able to do to support this summative assessment. She provides targeted support

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who attend

to enable all children to make good progress overall in all areas of their learning. However, on occasions, children are not sufficiently challenged to extend their thinking or to explain or talk about their ideas.

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who attend

The childminder routinely plans for the child's next steps in their learning. She demonstrates that she knows and understands the learning needs of the children well. For instance, she supports one child's to pronounce word endings identified as a learning priority. The child responded positively to the good adult interaction as she increased her dexterity and problem-solving skills when she carefully stacked the blocks one on top of another creating a tower of seven blocks. The child concentrated and took care to align the tower to prevent it from falling over, chatting to the childminder about her achievements. Children participate in outings each day to support their learning and to promote their enjoyment of physical exercise and their love of the outdoor environment. Planning arrangements ensure that children access outdoor play each day. Although there is a strong focus on the prime areas for the youngest children, the children enjoy a range of

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who attend

learning activities which address the seven areas of learning. There are effective arrangements in place to prepare children for school. Children listen to stories about going to school, and the childminder takes good steps to discuss the move to school with them. She is developing close links with the local playgroup and local school to ensure transition to school is a positive experience and that the child is well-prepared, and socially and emotionally ready, for their next phase of their education.

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The contribution of the early years provision to the well-being of children

Children are developing their independence, confidence and sense of belonging because the childminder is consistently positive in her interactions with them. The children, including babies, in her care each receive highly individualised care and attention. Relationships are based on strong emotional attachments and trusting, very supportive bonds between the childminder and children. Children’s behaviour is consistently good and the childminder's behaviour management is based on fair, caring practices which have the children’s best interests at their heart. Children react very well to the caring and sensitive prompts from the childminder. For instance, when one child stands up on the sofa, they are gently reminded about the rule that we don’t stand on the furniture. The child quickly sat down saying, ‘I sit down’, and continued to play happily.

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The contribution of the early years provision to the well-being of children

Children's health is promoted well by the childminder. She has completed a range of relevant health related training during the last year, and has a very good understanding of what constitutes healthy lifestyles. She provides valuable support to parents regarding weaning and healthy nutrition. Each child has their own toothbrush, toothpaste, and face flannel that are replaced daily, and they are developing their independence as they attend to their personal hygiene. Children learn about healthy eating as they grow fruit and vegetables in the garden and use the produce to make tasty meals and snacks. Daily outings to places of interest and activity groups help children to develop their self-esteem and to experience places and a range of social situations away from the childminder's home.

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provision

The childminder has maintained her professional expertise in the early years and has embraced the new Early Years Foundation Stage framework in her practice. She has established an effective system of observation, assessment and planning which supports children's good progress. She makes good use of available information to monitor and measure individual children's progress, and to plan for the next steps in their learning. She prioritises her professional development and attends regular training events throughout the year to ensure her practice remains current, and to drive improvements in her childminding service.

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provision

Self-evaluation is largely accurate and incorporates comments and views from parents. The childminder is responsive to suggestions of how she might improve her practice. At the last inspection, the childminder was asked to improve the range of resources to promote children’s awareness of other cultures. She has responded positively and provides high quality books including those in other languages, which are easily accessible to the children. Toys such as dolls, play figures and dressing up are used by to explore differences and other cultures. Cultural events are celebrated. For instance, this month the children are celebrating Australia Day with a barbeque in the garden and in February they are celebrating Chinese New Year. The childminder is proactive in seeking support from the local authority for help and advice.

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provision

Safeguarding arrangements continue to be very secure. The childminder has carefully considered routines and practices in place which are designed to keep children safe from harm. Her home is warm, welcoming and child-friendly. She has a range of written documentation including risk assessments and policies to support her safeguarding practices, all of which are shared with parents. She ensures that all requirements are met. Partnerships with parents are very strong and the childminder prioritises the establishment of trusting relationships with families, and is successful at doing so.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY248224 Local authority Stoke on Trent Inspection number 901325 Type of provision Childminder Registration category Childminder Age range of children 0 - 0 Total number of places 0 Number of children on roll 0

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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